Social Development

Social psychology involves a thorough understanding of individual behavior in a social context. John Berry defines social psychology as “the scientific field that seeks to understand the nature and causes of individual behavior in social situations” (Berry, 2003). This field views human development and behavior as influenced by other people and the social context in which this behavior occurs. “Social psychologists therefore deal with the factors that lead us to behave in a given way in the presence of others and look at the conditions under which certain behaviors and feelings occur” (Cherry, 2013). It is these factors that form the identity of the individual and shape their personalities. These factors also determine how behavior controls our daily routines.

Social development relates to the method by which feelings, thoughts, beliefs, intentions, and goals are formulated “…and how such psychological factors, in turn, influence our interactions with others” (McLeod, 2007). Topics frequently involved with the sociology theory include the concept of self, group processes, prejudice and discrimination, interpersonal processes, aggression, attitudes, and stereotypes. These topics become relevant in social development because each potentially involves an aspect of the personality.

Historically, Aristotle believed that humans were naturally sociable, a necessity which allows us to live together, and Plato felt that the state-controlled the individual but encouraged social responsibility through socializing. “Hegel introduced the concept that society has inevitable links with the development of the social mind. This led to the idea of a group mind, important in the study of social psychology” (Carver, 2000). Early childhood educators are concerned with providing a curriculum for enhancing young children's social development. If social development steps are adequate in a young child’s life, then the prospect of developing into a healthy and mature adult is high.

Over the last twenty years, a documented body of evidence has accumulated to indicate that “…unless children achieve minimal social competence by about the age of six years, they have a high probability of being at risk throughout life” (Erikson, 1992). It is suggested that peer relationships contribute a great deal to both social and cognitive development and to the effectiveness with which we function as adults. Erikson continues by stating that “Indeed, the single best childhood predictor of adult adaptation is not IQ, not school grades, and not classroom behavior but, rather the adequacy with which the child gets along with other children” (Erikson, 1992). Educators worldwide are witness to the fact that many children struggle with peer interaction. It is difficult to ascertain the root of the struggle for these educators because many are dealing with overcrowded classrooms. Therefore, it becomes a challenge to see that the “adult adaption” is working toward accomplishment in the schooling process.

Children who are basically disliked, who are disruptive or aggressive, who are unable to sustain close relationships with other children, and who cannot establish a place for themselves in the peer culture are placed at risk. “The risks are many: poor mental health, dropping out of school, low achievement and other school difficulties, poor employment history, and so forth (Asher, 1990). Given the life-long consequences, relationships should be considered one of the foundations of education. If these healthy relationships are not established, then it is almost guaranteed that negative consequences in both school and family life will follow.

Social development begins early in a child’s life; therefore it is expected that all early childhood programs include consistent periodic formal and informal assessments charting children's progress in their “acquisition of social competence” (Asher, 1990). Research identifying elements of social competence in “liked” young children has been compared to research identifying elements of social competence in “less-liked” children. The results prove that the more liked children perform better both socially and academically, while the less liked children falter in both areas, respectively.

Erik Erikson's theory of development is one of the most well-known theories of human personality in psychology. “Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of social experience across the whole lifespan” (Carver, 2000). One of the main elements of Erikson's psychosocial stage theory is the development of ego identity.

Ego identity is the conscious sense of self that humans develop through social interaction. According to Erikson, the ego identity is consistently transforming because of new experiences and information we acquire in daily interactions with others. When psychologists talk about identity, they are referring to “… all of the beliefs, ideals, and values that help shape and guide a person's behavior. The formation of identity is something that begins in childhood and becomes particularly important during adolescence, but it is a process that continues throughout life” (Berry, 2003). Identity, then, is a complex and evolving process that relies on several different components. Each of these components determines how we grow as individuals.

Our personal identity gives each of us a particular self-image and awareness that grows and changes throughout our lives. In addition to the personal ego identity, Erikson also believed that a sense of competence motivates behaviors and actions. “Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy” (Cherry, 2013). Erikson claimed that through each stage, humans experience a conflict that serves as a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the capacity for personal growth is high, but the capacity for failure is equally as high.

The first stage of Erikson's theory of social development occurs between birth and one year and is considered the most important stage in life. This stage is referred to as Trust vs. Mistrust. “Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child's caregivers. If a child successfully develops trust, he or she will feel safe and secure in the world” (Erikson, 1992). Care providers or parents who are irrational, emotionally detrimental, or negative contribute to feelings of mistrust in the children around them. Children who experience an inability to develop trust learn to feel fear and develop a belief that the world is both scary and unpredictable.

Although children don’t automatically develop a complete feeling of trust or a complete sense of doubt, it is still important that some type of balance be established. When a balance of these two feelings is established, children consequently develop hope. Erikson describes hope as “an openness to experience tempered by some wariness that danger may be present” (McLeod, 2007). Social development requires an understanding of both cognitive and language skills, and of appropriate social interaction. Children become social by developing a sense of self after feeling secure in relationships with their peers and adults. Literature is one method by which children can develop social skills. They can also develop cognitive and language skills by reading and listening to stories. Furthermore, children can develop socially by reading books that explore social and cultural topics.

The second stage of Erikson's theory of social development is called Autonomy vs. Shame and Doubt. It occurs during early childhood and is focused on children developing a greater sense of personal control. “Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different than that of Freud's. Erikson believes that learning to control one's bodily functions leads to a feeling of control and a sense of independence” (Asher, 1990). Controlling other choices like food, clothing, and toys, are also involved. Children who find success in this stage feel secure and confident, while those who do not find success are left feeling inadequate and doubtful.

In preschool years, children begin asserting their power and control over the world through directing play and other social interactions. This third stage is referred to as Initiative vs. Guilt. “Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative. When an ideal balance of individual initiative and a willingness to work with others is achieved, the ego quality known as purpose emerges” (Berry, 2003). It is important for educators to be mindful of this stage, as developing leadership qualities are being shaped, or not, inside of their classrooms.

Social stage 4 is called Industry vs. Inferiority. This stage occurs in the early school years from around age 5 to 11. In social interactions, children start developing feelings of pride in their achievements and abilities. Children who are encouraged and praised by parents and teachers develop feelings of self-worth. They feel confident in their new skills. On the other hand, children who receive little or no encouragement from parents, teachers, or peers learn to doubt their abilities to be successful. It is necessary to find a balance, once again, to see that this social stage is met with adequacy.

In adolescence, children explore their increasing independence and begin forming a sense of self. This is referred to as Stage 5, or Identity vs. Confusion. Personal exploration and encouragement both ensure that a teen meets the appropriate needs at this stage. Teens that don’t explore or find encouragement will “…remain unsure of their beliefs and desires (and) will feel insecure and confused about themselves and the future” (Carver, 2000). Completing this stage successfully leads to fidelity, which Erikson described as an ability to live by society's standards and expectations.

Social stage 6 is called Intimacy vs. Isolation. This time occurs in early adulthood when people are exploring personal relationships. Erikson thought it was important that people develop close, committed relationships with others. Those who are successful at this step, he claimed, will form relationships that are committed and secure. He also believed that a developed personal identity was important for developing intimate relationships. “Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression. Successful resolution of this stage results in the virtue known as love” (Cherry, 2013). Children and adults both require love to flourish as individuals.

Reaching adulthood is the continuing transformation of development. This brings us to stage 7 which is referred to as Generativity vs. Stagnation. “Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world” (Asher, 1990). When adults complete this stage successfully, they achieve the virtue of care. Pride over accomplishments is a consequence of this stage.

The final stage 8 is called Integrity vs. despair. In old age, we meet this stage and reflect on our lives. “Those who are unsuccessful during this stage will feel that their life hasbeen wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair” (McLeod, 2007). Will we feel integrity by looking backon our life? Will we have few regrets and a feeling of satisfaction? Answering yes to these questions is indicative of a life well-lived.

Healthy social development is a life-long process. It is one that covers several elaborate and transformative steps. Erik Erikson’s descriptions in the 8 stages of development provide individuals and educators the opportunity to assess a healthy and productive journey from childhood to old age. It is necessary for each of the stages to be handled appropriately for healthy social development. With the right parents, peers, and educators, one can be assured that life will progress, for the most part, in a well-developed fashion.

References

Asher, S. (1990). Peer Rejection and Childhood Education. New York: Cambridge University Press.

Berry, J. (2003). Lessons from Diverse Cultures. Psychology in Human and Social Development, 3, 48-52.

Carver, C. (2000). Perspectives in Personality. psychology, 1(13), 10-15.

Cherry, K. (2013). Erikson's Theory of Psychosocial Development. New York: Cambridge University Press.

Erikson, E. (1993). Identity: Youth and Crisis. New York: Norton.

McLeod, S. (n.d.). SimplePsychology: Tools for change. SimplePsychology: Tools for change. Retrieved October 5, 2013, from http://simplepsychology.com